Seyum Getenet, Rosemary Callingham, & Kim Beswick
This study describes the importance of context analysis in designing professional development guidelines to support Ethiopian mathematics teacher educators to integrate technology in their teaching. The study was conducted at departments of mathematics in two Colleges of Teacher Education using a combination of qualitative and quantitative data. Sixteen mathematics teacher educators completed a questionnaire as part of a larger study. The data were analysed using descriptive statistics and theme grouping of the qualitative data. The study showed that analysis of the learning context and teacher educators’ context are found to be important to suggest relevant professional development guidelines.